Memory Visualization Game Directions
Materials:
3 x 5 index cards (enough for each student to have 2)
Crayons, colored pencils, or markers
Pre-planning
1. Give two 3 x 5 cards per student.
2. Have one student write a story math problem and hand to a partner.
3. Partner creates a visual picture for the story problem on a separate 3 x 5 card and explains why the picture is correct.
4. Switch roles and repeat for the other two cards. Partner who drew now rights the story problem and the person who wrote now draws a picture.
5. Class cards now become the cards for a class memory game.
Memory Game:
1. Place cards in an array face down.
2. Players take turns flipping cards to match story problem with visual.
3. Each time you make a match students need to explain why they think their match is correct.
4. Assessment - may be to ask to student to select their favorite match and explain in writing why the visual matches the problem.
Story Problems without Questions: Inference Practice In Math
Materials:
Mrs. Grove’s Problem Practice Sheet
Inference Practice Sheet per student
Inference Problem Cards
Pre-planning
1. Read Mrs. Grove’s problem.
2. Write a question you could ask based on the information in the story.
3. Share questions, reasons why you think it is a good question, and your solution.
Story Problems without Questions:
1. Shuffle cards. Complete individually or with a partner. Select one from the top.
2. Complete your inference practice sheet.
3. Share question, reasons why you think it is a good question, and your solution with your teacher or with a partner.
Making Meaning Graphic Organizers in Math Class
1. Drawing Page – Grade 1 – Use a teacher or student created story problem. Student records the problem and draws a picture that represents it.
2. Double Entry Journal – Grade 4 – Use a teacher or student created story problem. Student records story problem under the “What I Read” column and underlines each statement that produces a visualization. Student then describes the visualization in the “What I Visualized” column in words.
3. Double Entry Journal – Grade 4 - Use a teacher or student created story problem. Student records story problem under the “What I Read” column and underlines each statement that produces an inference. Student then describes the inference in the “What I Inferred” column in words.
4. Making Meaning Icons – by Nancy Boyle – Use the Making Meaning Icons as cue cards for using Making Meaning reading strategies in Mathematics Class, especially when solving story problems.
KWC + D
KWC + D Booklets Grade 1 -4 – Use the KWC to enhance story problem understanding and connect to good reading strategies. Use alternate sheet for grade 1.
Use the “K” to help students identify what they “know” for sure in the problem; use the “W” to help students identify what they “want” to figure out, find out or do; use the “C” to identify special conditions, rules, or tricks, to watch out for; and use the “D” to ask students if there is a “different” way to solve the problem. The KWC format helps student focus on comprehending the entire context of the problem rather than emphasizing computation of the numbers in the problem.
Accountable Talk
1. Five Productive Talk Moves – Choose one to start with as a teacher. Practice it yourself during modeling. Once you are comfortable with the move. Pass it on to your students to use during partner or small group work. Choose another talk move and repeat the process until you have introduced all five moves.
2. Math Talk Starter Statements – Use to get students talking. Post all or one at a time. Introduce using a similar process to introducing the talk moves.
3. My Math Talk – Use this checklist to monitor class talk moves daily, weekly, or monthly. Students can use the checklist to monitor their own use of the talk moves too.
4. Math Talk: Things to Remember – Use for troubleshooting.